Foreign Language In The Elementary School 
 
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 Copyright Tredyffrin/Easttown SD 2005
FLES Web Design Team
KAP · February 16, 2010

Background   |  Our Program  |  Program Goals
  Website Goals  |  Standards  |  Strategic Plan  

Background

We believe that learning a foreign language in the elementary school is an essential part of a child's education and development.  

Making Foreign Language A Part of The Strategic Plan

  •  Tredyffrin/Easttown's 1996 Strategic Plan emphasized the importance of student proficiency in a foreign language.  It stressed the need for graduates to be prepared to live and work in a global context.  This was the starting point for the FLES program.
  • On both the national and state levels (and the international front), there is an urgent call to improve the foreign language competency of Americans.  From the 1983 report A Nation at Risk to the Pennsylvania Department of Education's expected learning outcomes, foreign language study is viewed as an essential component of education.  
  • Scientific studies indicate that there are sound physiological and psychological reasons to initiate foreign language study with children at an early age.  

Cognitive research shows that very young children learn language easily due to the elasticity of the brain.  

  • In fact, this research states that the learning window, when the peak acquisition of a foreign language occurs, is between birth and ten years of age.  Yet, for most students, foreign language is introduced and formally studied when they are twelve years of age or older.

Academic research also supports teaching of a foreign language at the elementary school level. 

  •  These studies indicate that the benefits of early foreign language programs go beyond language acquisition.  These benefits include the development of students' creativity, memory, and listening skills.  There is specific research to suggest that the child who learns a foreign language at an early age makes greater progress in the acquisition of English language arts, specifically, in the areas of reading and writing, than the child who has not had experience with a foreign language.  Studies also show that students who have studied foreign languages attain higher scores on the Scholastic Achievement Tests (SAT) and the American College Test (ACT), especially in the verbal areas.

Learning a foreign language benefits all children, regardless of academic ability. 

  • Foreign language study in the elementary school incorporates all of Howard Gardner's Multiple Intelligences and uses a multi-sensory approach.  
  • It sharpens global awareness and exposes children to other cultures and thoughts.  The study of foreign language at the elementary level helps prepare students to interact in the global community of the future, thus helping to place our students in a more equitable position with students from other global countries.  
  • Research also indicates that children studying a foreign language have an improved self concepts and sense of achievement in school.
  • The FLES program at T/E strives to incorporate District initiative's of Self-Directed Learning, Technology, and Differentiated Instruction to benefit students overall learning, cognitive, and personal development.

We believe that students who begin foreign language study throughout their education in the Tredyffrin/Easttown School District will develop a higher level of proficiency in both foreign language and English.  

  • We believe that along with strengthening skills in language acquisition, our students will learn about other cultures and broaden their global awareness.  
  • We believe that the study of foreign language, beginning at the elementary school level and continuing through high school, will enhance and strengthen our students' career potential and help broaden their employment opportunities.  
  • We believe that foreign language instruction at the elementary level will add a significant academic dimension to our students' educational program. 

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Our Program

SPANISH is the language of instruction for T/E's program.

How much instruction do students have in FLES?

  • 1st Grade: 45 minutes/ twice in a 6 day cycle 

  • 2nd Grade: 45 minutes/ twice in a 6 day cycle

  • 3rd Grade: 45 minutes/ twice in a 6 day cycle

  • 4th Grade: 45 minutes/ twice in a 6 day cycle 

  • 5th Grade: 1 school period/  twice in a six day cycle

 

What follows elementary foreign language?

 

  • FIFTH & SIXTH GRADES:  Serve as a transition to the daily instruction of seventh and eighth grade foreign languages.
     
  • SIXTH GRADE:  Students participate in a FLEX (Foreign Language Experimentation Program) study that has one semester each of French, German, Latin, and Spanish. 

    Spanish instruction in the FLEX program will reinforce and expand upon material learned in first to fifth grade FLES.  

    At the end of sixth grade, students chose (with the assistance of parents and school counselors) the language that they will study in seventh and eighth grade.  They may continue with Spanish or start another language (German, French, or Latin.
     
  • SEVENTH & EIGHTH GRADES: Languages offered in seventh and eighth grade include: French, German, Latin, and Spanish.  Each is studied for 1 period five days a week.
     

  • NINTH - TWELFTH GRADE: Students have three (3) options in order to access the six (6) languages taught at Conestoga High School. These Languages are: Chinese, French, German, Italian, Latin, and Spanish.

1.  They may decide to continue their current Middle School language study in high school.  Many enter at an advanced level.

2.  Students may begin a new language (at the novice level). 

3. Students  may continue with their current language and add additional languages (schedule permitting.)

It is our belief that Spanish study at the elementary level will translate to greater facility in learning ANY language in Middle and High School.

Who Teaches the Spanish Classes? 

Classes are taught by certified teachers, and emphasize conversational Spanish and the study of the cultures of Spanish-speaking countries. 

How are Students Instructed in Spanish?

  • The program is aligned with both PA and National Foreign Language Standards.

  • Spanish/FLES classes are considered CORE classes, not Special Areas.  We feel that FLES is a tool to strengthen thinking skills, language arts skills, and social studies learning.

  • Multi-sensory lessons...use of manipulatives.

  • Use of Multiple Intelligences.

  • Strong oral/aural component.

  • Development of basic reading/writing skills.

  • Use of Total Physical Response (TPR) Activities.

  • Use of Total Physical Response Storytelling (TPRS.)

  • Classes conducted mainly in the target language (Spanish.)

  • Classes contain a strong cultural component.

  • We focus on what students are able to DO in the target language.

  • We help students to express needs, wants, and opinions in Spanish.

  • Use of both Natural Approach and Communicative Approach to teaching language.

  • Varied activities.

  • Utilization of Spanish "Diario" (Journal) created by T/E FLES teachers.

  • Progress is reported each marking period for every student on the CORE section of the Progress Report.

  • Teachers support IEP goals for students.

  • Teachers use Differentiated Instruction and Self-Directed Learning.

  • Teachers try to tie Spanish lessons to the community whenever possible.

What would a student experience in a typical T/E FLES class?

  • High-quality instruction by native or near-native Spanish speakers.
  • Predominant use of the Spanish language.
  • A cultural part to each class.
  • Students moving beyond vocabulary recognition to true communication.
  • Students asking and answering questions.
  • High-quality manipulatives and visuals.
  • Calendars, weather charts, cultural musical instruments, and other items from the country of study.
  • Students interacting in Spanish.
  • Multiple activities in each class period.
  • Songs, dancing, and movement.
  • Cooperative work and communicative work.
  • Projects, dialogues, presentations, question/answer activities, and games. 

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Program Goals

  1. To build enthusiasm for language learning through early success which will be transferable to all languages.
  2. To promote learning of Spanish, an essential World Language, at a prime language learning time.
  3. To demonstrate speaking, listening, reading, and writing skills in a foreign language at the beginning Intermediate proficiency level (as specified by the American Council on the Teaching of Foreign Languages.)  *This will be after completion of a 1-4 grade sequence of Spanish study.
  4. To increase general language awareness, including awareness of the student's native language.
  5. To enhance knowledge of world history and culture and experience an increased global awareness which will serve students throughout their lives.

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Website Goals

  1. To share what we have learned in the development and implementation of an elementary foreign language program with schools or districts that are interested in starting their own program.
  2. To promote the study of foreign language at the elementary school level.
  3.  To provide an opportunity for training to our teachers and students in the use of the digital camera, digital video, use of the Internet, web design, graphic arts, and use of the scanner.
  4. To provide useful links for teachers, students, and parents.
  5. To highlight Spanish speakers in Pennsylvania, and share this important part of our State culture through pen pal exchanges with Spanish speaking individuals in Pennsylvania.
  6. To contribute high quality FLES lessons with foreign language teachers.
  7. To showcase the accomplishments of our Spanish students in grades 1-4.

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Standards

Tredyffrin/Easttown's Strategic Plan

  • Support for Tredyffin/Easttown's Elementary Spanish Program continues to come from the District's overall, comprehensive Strategic Plan.

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FLES   ·   Foreign Language in the Elementary Schools
940 West Valley Road, Suite 1700   ·   Wayne, PA 19087    ·  610.240.1900
www.tesd.net/fles