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Elementary World Language Programs: Getting Started, Staying Strong

Elementary World Language Programs: Getting Started, Staying Strong. Pam Delfosse Wisconsin Department of Public Instruction Lynn Sessler Menasha Joint School District. Benefits of Early Language Learning. Academic Achievement Window of Opportunity School/District Asset

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Elementary World Language Programs: Getting Started, Staying Strong

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  1. Elementary World Language Programs:Getting Started, Staying Strong Pam Delfosse Wisconsin Department of Public Instruction Lynn Sessler Menasha Joint School District

  2. Benefits of Early Language Learning Academic Achievement Window of Opportunity School/District Asset Development of Proficiency

  3. Proficiency • Continuum • Degree to which one can interpret, exchange and present information or ideas • Capacity to use language effectively within new cultural contexts • Development takes time • Early start, extended/articulated sequence, effective instruction with progress measured through performance assessments • Organizing framework for program development

  4. The Proficiency Imperative • Interconnected, interdependent and competitive climate • Linguistic and cultural diversity as norm • Access, participation, and success require global competency including proficiency in languages other than English • Language proficiency as 21st century life skill

  5. Local, National and Global Statistics That Speak • local diversity • international dynamics • responsible citizenship • employment opportunities • status of language education • cost of inaction • need for support

  6. State Level Response • K-12 Teacher Education/Licensure • 2009-2011 Biennial Budget Requests • Elementary Program Funding • Heritage & Tribal Language Support • Wisconsin Early Language Learning (WELL) Initiative • Critical Language Fellows Project • ECB World Language Assessment: Get In The Mode! • World-Ready Wisconsin Agenda

  7. Implementation & Growth:Things to Think About • Funding (cost vs. investment) • Local planning process, timeline, participants • Incremental development & plans for sustainability • Staff qualifications and responsibilities • Language(s) • Delivery model (goals and outcome) • Instructional resources and technology • Student and program assessment • Connections beyond the classroom

  8. Hire the “Person”, not the credentials • Needs of the school, program • Sensitive to existing staff (from the beginning) • Look for good “mix” of qualities in the WL staff (native and non-native speakers, varied certifications) • Look for additional “strengths” beyond the teaching of WL

  9. All Students “CAN” Learn a 2nd Language (and a 3rd, 4th…….)

  10. Be vigilant and work with all staff (special Ed staff, regular classroom teachers) • Have a plan in place for working with students w/special needs • Keeping the content rich, meaningful and worthwhile (no time for “fluff”) means all students will and want to succeed! Snowman Japan USA

  11. Elementary WL as a “part” of the whole • Build an “atmosphere”, not just a program • Be “what” you do in your school, your district, etc.

  12. Look for best practices to integrate beyond the daily language lessons • Be a part of every place, every program; not something separate. • “Little things mean a lot”

  13. WL Standards: Communities 5.1 and 5.2 • Show what your kids “can” do • Help the community understand not just “what” you teach, but “how” you teach it; get them involved!

  14. Strategy: Community “buy in”; finding it, tuning in • Communication about programs “MUST” be consistent and constant!

  15. The Long Range Plan: Get it in Place Now!Key Question: What will the “end” look like as you look at the beginning?

  16. Plan for elementary grade level implementation • Develop a MS/HS transition team, “early on” in the process • End of HS: how will it change? (don’t assume the obvious)

  17. WL teacher professional development, mentors, contacts (district versus school program) • Plans for “extended” learning (home stays, CLV, trips abroad, key pals, sister schools) • Plan for LCTL’s (i.e. recruiting staff, materials, support) • Survey everyone! A lot! Don’t forget the students!

  18. Closing Comments Thank You! Pam Delfosse World Languages Education Consultant pamela.delfosse@dpi.wi.gov 608-266-3079 Lynn Sessler Japanese Teacher/World Languages Curriculum Coordinator Menasha Joint School District sesslerl@mjsd.k12.wi.us 920-967-1950

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