From Research to Reality: How to Start an Elementary World Language Program in Your District

1. From Research to Reality:How to Start an Elementary World Language Program in Your District Mandy Madderom Gina Pagel Waunakee Community School District

2. Waunakee Example • FLES model: Students learn grade-level concepts while developing proficiency in a second language • Content based, Social Studies (1st – 3rd gr.) • Content related, all subjects (4th – 6th gr.)

3. Waunakee Example • Started in 1st and 2nd grade in 2006-2007 • Expanded to 3rd in 2007, 4th grade in 2008, etc. until full implementation through 6th grade in 2010 • Meet 3x/week, for 30 minute class periods in 1st – 3rd grade • Meet 2x/week, for 30 minute class periods in 4th grade • Meet 2x/week, for 40 minute class periods in 5th & 6th grades

4. Program Planning Checklist • Hold district-wide planning meetings • Complete mission statement, program philosophy • Select program model and goals • Select language • Develop budget • Develop curriculum • Plan articulation with 6-12 program • Plan for evaluation of program • Design public relations activities • Disseminate program information Source: Language and Children: Making the Match by Helena Curtain and Carol Ann Pesola

5. Waunakee Example • District conducted a study of the entire world language program in 2000-01. • Conclusions • An area of concern: a high percentage of students enrolled in the MS world language program (Spanish) take Level 1 Spanish again at the high school • Initial study of an elementary world language program began in Fall of 2001.

6. The Process • Formed an Ad Hoc Committee Fall of 2004: • classroom teachers • world language teachers • principals • parents • world language consultants • school board members

7. The Process • Gathered information • research • contacted other successful elementary programs • developed rationale for elementary world language program • Visited sites • Menasha • Madison (Leopold Elementary) • Kettle Moraine

8. The Process • Sent out parent survey to all elementary families in Winter of 2005 • Developed a proposal to present to the full school board in Fall of 2005 • including a budget • potential schedule • space usage

9. Parent Survey • Questions we asked: • Do you think a language other than English should be taught at the elementary level? • What do you see as the benefits of early lang. learning? • Should the district offer the same language at all elementary schools? • What language should be offered? • Should the study of a language be required? • Is a language other than English spoken at home? • Have you traveled or lived in another country where your native language was not spoken? • Have you studied a world language?

10. The Proposal • Made a recommendation to implement an elementary world language program in Waunakee • Recommendation includes a FLES program, integrating social studies and/or science into the language instruction, so nothing is “added to” a student’s already busy schedule

11. The Proposal • Spanish was chosen as the language for all three elementary schools; parent survey strongly suggested Spanish • French would be introduced at the 6th grade level in a semester long course • Required curriculum for all elementary students • Elementary World Language teacher should have a strong elementary teaching background and fluency in the language

12. The Proposal • District will explore K-12 scope and sequence so students are able to attain a high level of fluency • An inter-disciplinary approach will be implemented (science or social studies) • Program will be annually assessed

13. How to Gain Support • Parent survey • Establish a well-rounded committee (advocates of the program, but also skeptics) • Research! • ERIC Digest (www.eric.ed.gov/) • Center for Applied Linguistics (www.cal.org) • Ñandutí (www.cal.org/earlylang/)

14. How to Gain Support • Informational sessions were held for parents and grade level teachers • Invite community leaders and school board members frequently to visit and observe classes • Speak at Lions Club, Rotary Club, PTO meetings…

15. How to Gain Support • Include grade level teachers in curricular planning • Teacher investment in an Elementary World Language is crucial • Grade level teachers are share holders in a group project • Seek their input • Make your program a help not a hindrance • Share curriculum with grade level teachers before you start teaching

16. The First Days of School • Start slowly: Plan lessons that are inviting to your students and colleagues. • Explain how the class will run. A new immersion experience could be overwhelming. • Teach language learning strategies (listen for words that sound like English words, use visual cues, use gestures and facial expressions to aid comprehension).

17. The First Days of School • Establish a routine • An initial routine prepares students to “switch” languages • Routine also allows teachers to prepare for the upcoming class

18. The First Days of School • Expect a little tension; change is difficult • Allow students time to accept the new challenge • It takes time to build confidence • Explain your content to grade level teachers • Consider a weekly e-mail

19. The First Days of School • Expect visitors! • Your program is new and exciting!

20. Assess • Assess your program after the first month, first semester, first year… • Make changes as needed for students, staff, school, community

21. Questions? • Mandy Madderom • amadderom@waunakee.k12.wi.us • http://www.waunakee.k12.wi.us/faculty/ amadderom/ • Gina Pagel • rpagel@waunakee.k12.wi.us • http://www.cms4schools.com/waunakee/ faculty/rpagel/